Artículos de revistas: "Continuing pInformation and action knowledge"

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Lv, Xianli y Zhongxue Wu. "The philosophy of ‘unity of knowledge and action’ in interventional neuroradiology teaching". Neuroradiology Journal 31, n.º 3 (29 de junio de 2017): 330–32. http://dx.doi.org/10.1177/1971400917707350.

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Despite the continuing emphasis on the importance of clinical skills, these skills do not appear to be improving and may actually be declining. The ‘unity of knowledge and action’ is a medicine directed precisely at this disease. The ‘unity of knowledge and action’ helps to learn from failure and successes, learn from mistakes of predecessors and institute a behaviour that prevents repetition of these mistakes.

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Sade, Priscila Meyenberg Cunha y Aida Maris Peres. "Development of nursing management competencies: guidelines for continuous education services". Revista da Escola de Enfermagem da USP 49, n.º 6 (diciembre de 2015): 988–94. http://dx.doi.org/10.1590/s0080-623420150000600016.

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Abstract OBJECTIVE Developing continuing education guidelines for the development of nursing management competencies along with the members of the Center of Nursing Continuing Education of Parana. METHOD A qualitative research outlined by the action research method, with a sample consisting of 16 nurses. Data collection was carried out in three stages and data were analyzed according to the thematic analysis technique. RESULTS It was possible to discuss the demands and difficulties in developing nursing management competencies in hospital organizations and to collectively design a guideline. CONCLUSION The action research contributed to the production of knowledge, confirming the need and the importance of changing the educational processes and evaluations, based on methodologies and instruments for professional development in accordance with human resource policies and contemporary organizational policies.

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Sanjeevi, Sujatha y Angela Cocoman. "Mental health nurses' confidence in applying pharmacological knowledge: a survey". British Journal of Mental Health Nursing 9, n.º 4 (2 de noviembre de 2020): 1–9. http://dx.doi.org/10.12968/bjmh.2019.0031.

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Background/Aims The literature highlights gaps on how nurses apply pharmacology knowledge to their medication management, particularly in relation to knowledge on the mechanism of action and drug interactions. The aim of this study was to research a sample of mental health nurses to explore their confidence, knowledge and skills in applying their pharmacological knowledge. Methods A paper-based survey questionnaire was distributed to 209 mental health nurses working in direct patient care in Ireland. A total of 129 completed the questionnaire with a response rate of 61.7%. Results The vast majority of mental health nurses were confident in their knowledge of pharmacological principles to medication management, in relation to dosage, formulation, adverse effects, and predictable side effects, including patient education and medication information. Nurses were less confident in their knowledge of pharmacodynamics related to their knowledge on the mechanism of action, and on the pharmacokinetics of drug clearance. This may negatively impact on their ability to educate patients about their medications. Conclusions The findings suggest that there is need for an increased focus on continuing education on pharmacology for nurses at service level, particularly on the mechanism of action and clearance of commonly used medications in order for nurses to more effectively support patients to manage their medications.

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Yao, Jiaren y Mark T. Waters. "Perception of karrikins by plants: a continuing enigma". Journal of Experimental Botany 71, n.º 6 (14 de diciembre de 2019): 1774–81. http://dx.doi.org/10.1093/jxb/erz548.

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Abstract Karrikins are small butenolide molecules with the capacity to promote germination and enhance seedling establishment. Generated abiotically from partial combustion of vegetation, karrikins are comparatively rare in the environment, but studying their mode of action has been most informative in revealing a new regulatory pathway for plant development that uses the karrikin perception machinery. Recent studies suggest that the karrikin receptor protein KAI2 and downstream transcriptional co-repressors in the SMXL family influence seed germination, seedling photomorphogenesis, root morphology, and responses to abiotic stress such as drought. Based on taxonomic distribution, this pathway is ubiquitous and likely to be evolutionarily ancient, originating prior to land plants. However, we still do not have a good grasp on how karrikins actually activate the receptor protein, and we have yet to discover the assumed endogenous ligand for KAI2 that karrikins are thought to mimic. This review covers recent progress in this field, as well as current gaps in our knowledge.

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Khan, J. A., S. Zahid, R. Khan, S. F. Hussain, N. Rizvi, A. Rab, A. Javed, A. Ahmad, N. Ait-Khaled y D. A. Enarson. "Medical interns knowledge of TB in Pakistan". Tropical Doctor 35, n.º 3 (1 de julio de 2005): 144–47. http://dx.doi.org/10.1258/0049475054620770.

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Of 460 interns from five Pakistani teaching hospitals surveyed, only 22% correctly identified the estimated number of new TB cases in Pakistan. The majority (96%) knew that droplet infection was the usual mode of transmission. Only 38% considered sputum smears for acid-fast bacilli as the best test for diagnosis of pulmonary TB and 43.5% for follow-up during TB treatment. The recommended four-drug anti-TB regimen was prescribed by 56.5% in the initiation phase and the recommended two-drug combination in the continuation phase by 52%. Most interns (82%) were unable to identify a single component of directly observed treatment short course (DOTS) strategy. Our study reflects poor awareness of and low compliance to the World Health Organization/National Tuberculosis Programme guidelines among interns. For effective control of TB, immediate action to improve undergraduate and continuing medical education is essential, with special emphasis on national guidelines.

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Howells, R. E. "The modes of action of some anti-protozoal drugs". Parasitology 90, n.º 4 (abril de 1985): 687–703. http://dx.doi.org/10.1017/s0031182000052318.

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In spite of the continuing need for new and improved anti-protozoal drugs for use in man, a considerable contraction of industrially based research on anti-protozoal drugs has occurred in recent years. Newton (1983) reviewed the reasons for this decline and presented a compelling argument that fundamental research on the biology of the parasites is essential for the discovery of leads for the development of a new generation of drugs – a rational chemotherapy. The rapid advance in knowledge of the biochemistry of parasitic protozoa which has occurred in recent years has provided a number of potential leads to new drug development and has permitted a greater understanding of the mode of action of many current drugs. The account of these advances which follows is necessarily selective and relates to protozoan parasites of man.

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Katapally, Tarun Reddy, Sylvia Abonyi, Jo-Ann Episkenew, Vivian Ramsden, Chandima Karunanayake, Shelley Kirychuk, Donna Rennie, James A. Dosman y Punam Pahwa. "Catalyzing Action on First Nations Respiratory Health Using Community-based Participatory Research: Integrated Knowledge Translation through Strategic Symposia". Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, n.º 1 (29 de julio de 2017): 57–70. http://dx.doi.org/10.15402/esj.v2i1.198.

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Assess, Redress, Re-assess: Addressing Disparities in Respiratory Health Among First Nations is an ongoing community-based participatory research initiative involving two First Nations communities in Saskatchewan. The initiative’s rationale is grounded in the ethos of transformative community-based participatory research and facilitated through integrated knowledge translation with the aim of building community capacity. The initiative’s goal was to engage community members to actively participate in all research phases, from the development of the research questions to dissemination of results and evaluation of community-chosen interventions that evolved from the results. After baseline assessment of predictors and indicators of respiratory health, a program of integrated knowledge translation was adopted. As part of this program, a community-researcher collaboration was put in place that produced two knowledge translation symposia. The two symposia have brought together First Nations community members, interdisciplinary researchers, federal and provincial policy makers, and multiple Aboriginal organizational stakeholders. The symposia provided a pathway for knowledge synthesis and sharing to ultimately integrate knowledge into practice and enable First Nations’ community capacity building in addressing and redressing critical respiratory health issues. This article delineates the processes involved in developing this model of integrated knowledge translation and highlights the continuing engagement with the participating communities supported by Knowledge Translation (KT) Symposia.

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Lougheed, M. Diane, Dilshad Moosa, Shelagh Finlayson, Wilma M. Hopman, Mallory Quinn, Kim Szpiro y Joseph Reisman. "Impact of a Provincial Asthma Guidelines Continuing Medical Education Project: The Ontario Asthma Plan of Action’s Provider Education in Asthma Care Project". Canadian Respiratory Journal 14, n.º 2 (2007): 111–17. http://dx.doi.org/10.1155/2007/768203.

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BACKGROUND: The Ontario Ministry of Health and Long-Term Care funded the Ontario Lung Association to develop and implement a continuing medical education program to promote implementation of the Canadian asthma guidelines in primary care.OBJECTIVES: To determine baseline knowledge, preferred learning format, satisfaction with the program and reported impact on practice patterns.METHODS: A 3 h workshop was developed that combined didactic presentations and small group case discussions. Outcome measures included a workshop evaluation, baseline assessment of asthma management knowledge and three-month postreflective evaluations.RESULTS: One hundred thirty-seven workshops were delivered to 2783 primary care providers (1313 physicians, 1470 allied health) between September 2002 and March 2005. Of the 2133 participants, 1007 physicians and 1126 allied health professionals submitted workshop evaluations. Most (98%) of the attendees indicated they would recommend the workshop to a colleague. The majority preferred the combination of didactic lecture plus interactive case discussions. A subset of physicians provided consent to use these data for research (n=298 pediatric and 288 adult needs assessments; n=349 postreflective evaluations). Important needs identified included appropriate medication for chronic asthma and development of written action plans. On the postreflective evaluations, 88.7% remained very satisfied, 95.5% reported increased confidence, 91.9% reported an influence on practice and 67.2% reported using a written action plan.CONCLUSIONS: This continuing medical education program addresses identified needs of primary care providers. Participants reported improvements in asthma care, including prescribing practices, use of spirometry and written action plans. Similar programs should be considered as part of multifaceted asthma guidelines dissemination and implementation initiatives in other provinces and nationally.

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Ong, Irvin L., Michael Joseph S. Diño, Maria Minerva P. Calimag y Fe A. Hidalgo. "Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals". PeerJ 6 (13 de agosto de 2018): e5323. http://dx.doi.org/10.7717/peerj.5323.

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Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool. Discussion The study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.

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Jacobs, Steven Darryl. "A History and Analysis of the Evolution of Action and Participatory Action Research". Canadian Journal of Action Research 19, n.º 3 (31 de diciembre de 2018): 34–52. http://dx.doi.org/10.33524/cjar.v19i3.412.

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Action research is a type of research which is conducted with research participants rather than on participants. This premise democratizes research, resulting in transformative potential, while addressing issues such as power and hierarchy which are present in traditional positivist research approaches, allowing those affected by the research to benefit from a more democratic research experience: According to Habermas, “in a process of enlightenment, there can only be participants”. However, as with social science research, or perhaps any method of research, there are different forms of action research which have evolved over time. This paper describes the worldviews that have informed the evolution of action research and examines three different forms of action research with respect to assumptions value, beliefs, and claims to truth inherent with each form. These three main forms may be thought of as “umbrella” terms for the forms of action research, with various threads of action research originating and continuing to originate from each form. Lastly, this paper explores one thread of action research-participatory action research. The reason for focusing on participatory action research specifically is that this type of action research has grown in popularity recently within social sciences research due to the opportunity for new insight for all research participants. Further, participatory action research allows for joint knowledge-production, may draw attention to previously neglected areas of qualitative research, and is therefore relevant to a specific community. For a researcher considering employing participatory action research, it is helpful to understand the historical and philosophical underpinnings of action research in general in order to better unerstand the specific intricacies and characteristics of participatory action research.

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Zhdan, V. M., Н. S. Khaimenova, M. Yu Babanina, O. A. Kyrian y N. O. Liulka. "ROLE OF SIMULATION TRAINING IN THE SYSTEM OF CONTINUING MEDICAL EDUCATION". Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, n.º 1 (21 de marzo de 2021): 145–49. http://dx.doi.org/10.31718/2077-1096.21.1.145.

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Communication between doctors of different specialties and teamwork in providing emergency care to patients is one of the priority areas of the medical education. The article describes the technology of step-by-step leadership training to consolidate responsibility for team members, endurance, to develop the ability to run a team. Conducting such classes increases motivation to learn and provides a personalized approach to interns and trainees. The role of the leader is key one in practical work, as very often there is a need to organize and coordinate many professionals in proving emergency medical care. Leadership is a process of direct personal influence on society that encourages and guides team members to action. Leadership is a centralized form of management and control of tasks, in which one person influences others. Leadership training is a complex process. It stimulates the creation of an effective organization that can solve high quality tasks. The ultimate goal of this process is to foster the personality of a leader who will be able to take over the management of the team in an extreme situation. During the training, the candidate leader not only acquires sound medical knowledge, but also learns the practices of group management, communication, analysis and synthesis. He works on himself, acquiring new personal qualities. Currently, there is an increased need for health professionals who are ready to work effectively in complex clinical situations. There is still a need to develop innovative methods of training health professionals, according to the ever-increasing amount of knowledge in the field of emergency medicine.

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Yeatman, Anna. "The Roles of Scientific and Non-Scientific Types of Knowledge in the Improvement of Practice". Australian Journal of Education 40, n.º 3 (noviembre de 1996): 284–301. http://dx.doi.org/10.1177/000494419604000306.

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This article discusses the problems posed for an adequate understanding of the multiple inputs into knowledge by the continuing epistemological dominance of scientific knowledge. This dominance is matched by the institutional dominance of academics in relation to practitioners. Practitioner knowledge is to be seen as part of the wider activity of social problem solving, which we would undertake more intelligently if we were able to identify and value the non-scientific knowledge inputs on which it depends as much as on the input of science. The article sees a more inclusive and ‘non-scientistic’ map of knowledge as the central condition for developing genuine partnership and exchange between academics, practitioners, and ordinary knowers. Action research is located as a valuable contribution which science can make to the improvement of practice, but it is not accepted as adequately taking up the non-scientific knowledge components of practice in particular, and social problem solving in general.

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McCormack, Thelma. "Fetal Syndromes and the Charter: The Winnipeg Glue-Sniffing Case". Canadian journal of law and society 14, n.º 2 (1999): 77–99. http://dx.doi.org/10.1017/s0829320100006074.

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AbstractThe relationship between scientific knowledge and legal discourse is raised once again by a recent decision of the Supreme Court of Canada, a case involving a young Aboriginal woman who was pregnant and ordered by the court to remain in a drug treatment program at a health center until the baby was born. Her glue-sniffing habit was deemed dangerous to the normal development of the fetus. The Court held that her solvent-dependency did not justify the original court action, but both the Court and the various interveners disregarded the current state of our knowledge on the fetal syndromes. There is thus a continuing disconnect between the scientific understanding of fetal risk and the development of Constitutional law around women's reproductive rights. This paper reviews the case and follows it through the appellate process; we examine the research literature on fetal syndromes tracking the changes over time. Finally we comment on the interventions by the Winnipeg Child and Family Services, the Women's Health Rights Coalition, by The Canadian Civil Liberties Association, and both The Canadian Abortion Rights Action League and the Women's Legal Education and Action Fund.

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Ferreira, Waldineia Antunes de Alcântara, Alceu Zoia y Beleni Saléte Grando. "Aprendizagens dos saberes indígenas na escola: Desafios para a formação de professores/as indígenas". education policy analysis archives 28 (2 de noviembre de 2020): 165. http://dx.doi.org/10.14507/epaa.28.4790.

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The “Indigenous Knowledge Action Project at the School - UFMT Network” is a political action aimed at indigenous school education in order to meet the specific rights of the people from Brazil. In Mato Grosso, it focuses on the continuing education of 115 teachers from 12 indigenous peoples, with a focus on literacy, literacy and numeracy, as well as the production of bilingual teaching material. Respect for their own learning processes, language and culture from an intercultural perspective is a right, and this paper examines this right within the context of the production of teaching materials with three peoples. The collaborative research referenced the indigenous pedagogies contained within the teaching material and the sociolinguistic policy that permeates the historical struggles of the original peoples. The data analysis emphasizes the complexity of political action aimed at school education that considers intercultural knowledge and practices and enables people to build their identities and worldviews as they also become literate in the world. It is concluded that strategies of solidary learning networks help indigenous communities face challenges and political obstacles, such as the withdrawal of rights and specific public policies that directly impact the indigenous peoples of Brazil.

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Masiyati, Eti, Hanny Handiyani y Nurdiana Nurdiana. "Pendidikan berkelanjutan nonformal bagi kepala ruangan di rumah sakit X di Jakarta". Holistik Jurnal Kesehatan 14, n.º 3 (1 de octubre de 2020): 409–19. http://dx.doi.org/10.33024/hjk.v14i3.3171.

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Continuing nurse education among head nurses as a factor of health care quality at hospital X in JakartaBackground: The head of the room as a line manager nurse plays an important role in the Health and Nursing Service which is rapidly changing. The head of the room in carrying out his role and function is inseparable from the management process, including applying attention to material resources and human resources of nursing, so the head of the room must have supporting competencies in carrying out their duties.Purpose: Data obtained through interviews, observations, Focus Group Discussion (FGD) and surveys in the form of questionnaires. Data analysis is intended to diagnose problems and formulate solutions.Results: The formulation of the problem obtained is not yet optimal continuing education programs for the head of the room. Problem solving in the form of activities using the action research approach that is by applying curriculum-based training methods that are prepared in accordance with the competency standards of the head of the room. The action research was carried out within 3 months, from October to December 2019. The results of this action research showed an increase in knowledge from the head of the room. Evaluation through pre and post test about the training material that has been given. The mean score of pre and post test participants increased from an average of 53.88 to 80.36 or an increase of 26.48 points.Conclusion: The continuing education program for a head nurse has not been realized and in solving problems in the form of activities using the action research approach method has not been optimally implemented and arranged in accordance with the competency standards of the head of the room. It is recommended that the hospital management be able to evaluate nursing resources, especially for each a head nurse and provide opportunities to participate in continuing education and can improve quality patient care according to current technological advances. Keywords: Continuing education; Nurse manager; Competence, Head Nurse; TrainingPendahuluan: Kepala ruangan sebagai perawat manajer lini berperan penting dalam Pelayanan Kesehatan dan Keperawatan yang sangat cepat mengalami perubahan. Kepala ruangan dalam menjalankan peran dan fungsinya tidak terlepas dari proses manajemen, termasuk menerapkan perhatian kepada sumber daya material maupun sumber daya manusia keperawatan, sehingga kepala ruangan harus memiliki kompetensi yang mendukung dalam melaksanakan tugasnya.Tujuan: Mengidentifikasi penerapan fungsi manajemen sumber daya manusia di bagian keperawatanMetode: Data diperoleh melalui wawancara, observasi, Focus Group Discussion (FGD) dan Survei dalam bentuk kuesioner. Analisis data lebih ditujukan untuk mendiagnosa masalah dan merumuskan metode pemecahannya.Hasil: Belum optimalnya program pendidikan berkelanjutan bagi kepala ruangan. Penyelesaian masalah berupa Kegiatan dengan menggunakan metode pendekatan action research yaitu dengan menerapkan metode pelatihan berbasis kurikulum yang disusun sesuai dengan standar kompetensi kepala ruangan. Action research ini dilaksanakan dalam waktu 3 bulan yaitu pada bulan Oktober sampai Desember 2019. Hasil dari action research ini menunjukkan peningkatan pengetahuan dari kepala ruangan. Evaluasi melalui pre dan post test tentang materi pelatihan yang sudah diberikan. Nilai rata-rata pre dan post test peserta meningkat dari rata-rata 53.88 menjadi 80.36 atau meningkat 26.48 poin.Simpulan: Program pendidikan berkelanjutan bagi kepala ruangan belum terealisasi dan dalam penyelesaian masalah berupa kegiatan dengan menggunakan metode pendekatan action research belum optimal diterapkan dan disusun sesuai dengan standar kompetensi kepala ruangan. Disarankan kepada Manajemen rumah sakit supaya dapat mengevaluasi sumber daya keperawatan khususnya pada setiap kepala ruangan dan memberikan kesempatan untuk mengikuti pendidikan berkelanjutan dan dapat meningkatkan pelayanan pasien yang berkualitas sesuai kemajuan teknologi saat ini.

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Redman, Erin, Arnim Wiek y Aaron Redman. "Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook". Journal of Education for Sustainable Development 12, n.º 1 (marzo de 2018): 59–80. http://dx.doi.org/10.1177/2455133318777182.

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The next generation will be better prepared to cope with the daunting sustainability challenges if education for sustainable development is being taught and learned across educational sectors. K-12 school education will play a pivotal role in this process, most prominently, the teachers serving at these schools. While pre-service teachers’ education will contribute to this transition, success will depend on effective professional development in sustainability education to teachers currently in service. Arizona State University has pioneered the development and delivery of such a programme. We present the design principles, the programme, and insights from its initial applications that involved 246 K-12 in-service teachers from across the USA. The evaluation results indicate that due to participation in the programme, sustainability knowledge, perception of self-efficacy, inclusion of sustainability in the classroom, modelling of sustainable behaviours, and linking action to content all increased. We conclude with recommendations for the widespread adopting of the programme.

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Silwadi, Najwa y Peter Mayo. "Pedagogy under Siege in Palestine: Insights from Paulo Freire". Holy Land Studies 13, n.º 1 (mayo de 2014): 71–87. http://dx.doi.org/10.3366/hls.2014.0078.

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This paper analyses the relevance of Paulo Freire's pedagogical and philosophical ideas within the context of occupied Palestine. It specifically focuses on the work in continuing community action and education carried out by a particular centre established at Al-Quds University in Jerusalem, and at the heart of the ‘old city’, for this purpose. The major focus here is on community theatre foregrounding issues related to women in Palestinian society. Major themes broached include the politics of education, social mobilisation, women and the Intifada, the collective dimensions of knowledge, learning and praxis, purging oneself of the ‘oppressor within’ to break the cycle of violence, education for liberation.

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Quines, Caroline Brandão, Gustavo Dias Ferreira y Mauren Assis Souza. "Specialization course in Neuroscience applied to education: a report of actions developed in a Physical Exercise and Nervous System Class". Research, Society and Development 10, n.º 11 (30 de agosto de 2021): e246101119117. http://dx.doi.org/10.33448/rsd-v10i11.19117.

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Continuing education courses are important initiatives to facilitate the teacher comprehension about neuroscience. This paper is a report of actions developed in a Physical Exercise and Nervous System class that presented and discussed the physiological responses of physical activity (PA) practice on the Central Nervous System (CNS). The component was offered in two modules. Module I: PA and physiological adaptations; Module II: mechanisms of action of PA on CNS. The students demonstrated excellent engagement in the proposed activities and highlighted the importance of debating about neuroscience applied to Education. We considered a main positive outcome the interest of the students in applying the new knowledge in the schools where they work.

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Vidovic, Aleksandra. "Benchmark-Instrument for Controlling as a Function of Higher Education-Comparative Analysis in Bosnia and Herzegovina". Journal of Business Theory and Practice 6, n.º 1 (25 de enero de 2018): 30. http://dx.doi.org/10.22158/jbtp.v6n1p30.

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Object of research is such that it is necessary to ask why even conducted “benchmark” in higher education? Analysis and comparison of the organizational units within the company itself, but also with the competition, will help in understanding the success factors, determining the problem areas of the subject and knowledge of roads to improve the current situation. Use that provides quality made “benchmark” be located in the recognition requirements of consumers, establish effective goals, development of accurate indicators of production, improve competitiveness, and the installation of the best business process. I would say that benchmark contributes to determining the best way carry out a satisfied customer, cost-efficient collection of creative ideas, knowledge of own strengths and weaknesses, and supporting process improvement of continuing action. Therefore, all the work put in relation to the Higher Education Benchmarks.

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Munirah, Munirah y Nurlina Subair. "Pendampingan Guru-Guru SMPN 49 dan 53 Kota Makassar Dalam Pengembangan Perangkat Pembelajaran Abad 21 Untuk Meningkatkan Kompotensi Guru". Celebes Abdimas: Jurnal Pengabdian Kepada Masyarakat 1, n.º 2 (30 de octubre de 2019): 110–15. http://dx.doi.org/10.37541/celebesabdimas.v1i2.249.

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This service aims to solve partner problems (teachers of 49 and 53 Junior High School Makassar City), namely developing 21st century learning tools to increase teacher pedagogical potential. The form of this service is training with direct assistance. Output targets in training activities are (1) Increasing teacher knowledge in developing 21st century-based learning tools, namely learning implementation plans (lesson plans), worksheets, and assessment instruments; (2) Increase teacher knowledge in developing teacher competency. Output targets in mentoring activities are to produce products in the form of learning tools based on 21st century learning including Product Learning Implementation Plan (RPP), Student Worksheet Products, and Product Assessment Instruments. The dedication method used to achieve the goal (output) is by adopting a mechanism for implementing action research which consists of 4 (four) stages, namely: planning, action, observation-evaluation, and reflection. The planning stage is the preparation stage, the action stage is the core stage (the realization of the IbM in the form of training and mentoring, the observation and evaluation stage is the stage of measuring the success of the program, while the reflection stage is the policy making stage (strategic step) in continuing the program to improve things that have been done before The results of the teacher training assistance at 49 and 53 Junior High School Makassar City are categorized as successful and very active in developing 21st century based learning tools.

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Ali Elabbar, Dr Ageila. "Libyan English as a Foreign Language School Teachers’ (LEFLSTs) Knowledge of Teaching: Action Research as Continuing Professional Development Model for Libyan School Teachers". IOSR Journal of Humanities and Social Science 19, n.º 4 (2014): 74–81. http://dx.doi.org/10.9790/0837-19427481.

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Zampieri, Maria Teresa y Sueli Liberatti Javaroni. "A Dialogue Between Computational Thinking and Interdisciplinarity using Scratch Software". UNIPLURIVERSIDAD 20, n.º 1 (30 de junio de 2020): e2020105. http://dx.doi.org/10.17533/udea.unipluri.20.1.06.

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In this paper, the purpose is to discuss results of a continuing education action with teachers, linked to the university extension project Computational Thinking and Interdisciplinarity in the classroom, developed within the Postgraduate Program in mathematics education at Sao Paulo State University (UNESP), Rio Claro (Sao Paulo), Brazil. The development of interdisciplinary activities by teachers using Scratch software is highlighted, pointing out how this is reflected in the classroom, from the development of an interdisciplinary activity in two classes taught by the teacher of Geography, a participant of this formative action. The qualitative approach was adopted, and the methodological procedures used were video recording of the meetings, writing of field diaries, prepared by all the involved proposers, and recording of all the developed activities. Data analysis highlights how important this partnership between university and school was because it contributed to transform the knowledge of teachers, researchers, and students through the development of Computational Thinking.

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Silva, Simone da Conceição Rodrigues da y Érika Rodrigues de Freitas. "Teacher Training in the School Context of Distrito Federal Countryside - Brazil". International Journal for Innovation Education and Research 8, n.º 10 (1 de octubre de 2020): 453–83. http://dx.doi.org/10.31686/ijier.vol8.iss10.2700.

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The article aims to analyze the continuing education of teachers working in public schools in the countryside in Distrito Federal (DF) - Brazil. In the light of Cruz (2017), García (1999) Molina (2008, 2011, 2012 and 2019), Arroyo (2012), Caldart (2008 and 2012), Freire (1980), Freitas (2019), Libâneo (2010) among others, the on-screen study underlies the materiality of teacher training, through a humanizing look at the bias of educating in schools located in rural areas of DF. The methodology is of a qualitative approach, being based on the theoretical methodological assumptions of Dialectical Historical Materialism as a way of explaining the real lived in history and work, permeated by the contradictions and mediations that make up the continuing education of teachers working in schools in the countryside of State Secretariat of Education of Distrito Federal (SEEDF). The results showed that public policies, research, construction of works and the “knowing and doing” of teachers advanced towards the construction of rural education in DF. It is worth mentioning that, despite advances, the study demonstrated that the specific training for the countryside at SEEDF, still needs to make progress with regard to teacher training schools (EAPE), as well as in-service training in times of coordination collective. In addition, the study showed the need for dissemination to the knowledge of teachers, with regard to legislation, public policies and Guidelines on Rural Education, as they also integrate training and can enable moments of action-reflection-action.

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Gonçalves, Elivelton Henrique, Fernanda de Oliveira Costa y Adelma L. O. S. Araújo. "Formação técnica de professores do Ensino Médio para uso do Tablet Educacional: uma pesquisa-ação / Technical development of high school teachers for the use of the educational tablet: an action-research". Texto Livre: Linguagem e Tecnologia 9, n.º 2 (9 de diciembre de 2016): 114–27. http://dx.doi.org/10.17851/1983-3652.9.2.114-127.

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RESUMO:Este estudo tem como objetivo compreender a importância da formação contínua dos professores do Ensino Médio do CESEC (Centro Estadual de Educação Continuada) Augusta Raquel da Silveira, em Lagamar-MG, como uma forma de possibilitar a adoção de novas tecnologias, especificamente o Tablet Educacional, em suas propostas pedagógicas. Como método de trabalho, escolheu-se a pesquisa-ação. Assim, por meio da implantação de três ações – formação técnica, formação pedagógica e elaboração e desenvolvimento de um plano de aula utilizando o aparelho – foi possível apresentar aos professores da instituição conhecimentos técnicos e pedagógicos referentes ao manuseio do tablet, além de proporcionar a aplicação prática do aparelho, com as devidas orientações e suporte, na rotina educacional de cada profissional. A partir do desenvolvimento das ações, foi construído e sistematizado um conjunto de saberes inerentes ao Tablet Educacional, que contribuíram para que os professores conhecessem a relevância da sua utilização, de modo a usufruírem suas possibilidades e recursos que subsidiam, de forma significativa, o trabalho docente e o processo de ensino-aprendizagem.PALAVRAS-CHAVE: tecnologias na educação; formação de professores; formação contínua de professores. ABSTRACT:The present study aimed at understanding the importance of continuing development of CESEC’s (State Center of Continuing Education) Augusta Raquel da Silveira High School teachers in Lagamar, in the state of Minas Gerais, as a form of enabling the adoption of new technologies, especially the Educational Tablet, to their pedagogical purposes. The action-research was chosen as the method of work. Thus, through the implementation of three actions – technical training, pedagogical training, and elaboration and development of a lesson plan using the Educational Tablet –, it was possible to present to the school teachers technical and pedagogical knowledge about the tablet, promoting its practical use with the necessary guidance and support for their educational routine. From the development of the actions, a body of knowledge concerning the Educational Tablet was constructed and systematized, which contributed for the teachers to get to know it and understand how relevant it is to employ it so as to explore its possibilities and resources that significantly subsidize the teaching work and the teaching-learning process. KEYWORDS: technology in education; teacher development; continuing teacher development.

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Bayliss, Luke T., Andrea Lamont-Mills, Carol du Plessis y Talia Morgan. "Suicide capacity within the ideation-to-action framework: a scoping review protocol". BMJ Open 11, n.º 2 (febrero de 2021): e043649. http://dx.doi.org/10.1136/bmjopen-2020-043649.

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IntroductionA core facilitator of the transition from suicidal thoughts to suicide attempt is the individual’s capacity for suicide. Suicide capacity is a theoretically universal concept adaptable for specific groups that is hypothesised to comprise three contributing factors: acquired capability, for example, previous self-harm; dispositional, such as genetic influences and practical, knowledge of and access to lethal means. Given that suicide capacity as a concept is continuing to develop, a review and synthesis of the current literature is timely to ensure future research and development of suicide prevention strategies are based on evidential knowledge. The aim of this review is to map the available evidence to provide an overview of factors that contribute to an adult’s capacity for suicide.Methods and analysisThis review will encompass five stages. Studies will be identified through broad search strings applied to 11 academic databases: Academic Search Ultimate, APA PsycArticles, APA PsycINFO, CINAHL, Psychology & Behavioural Sciences, & Sociology Source Ultimate via EBSCOHost Megafile Ultimate; PubMed; Science Direct; Wiley Online; Taylor & Francis and ProQuest dissertations and theses. Grey literature databases and key suicide organisations will also be searched for relevant literature. Two reviewers will independently screen titles and abstracts then review full texts to identify articles meeting inclusion criteria. Articles will be assessed for eligibility based on suicide attempt history, primary research study design, language and publication date. Data from eligible full texts will be extracted using a predesigned template for analysis. The synthesisation method will be textual narrative synthesis with an incorporated quality appraisal checklist tool.Ethics and disseminationEthics approval is not required for this scoping review as no human participants are involved. Study findings will be shared with key suicide organisations, through peer-reviewed publications, and conference presentations.

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Bishop, Keith y William Scott. "Deconstructing action competence: developing a case for a more scientifically-attentive environmental education". Public Understanding of Science 7, n.º 3 (julio de 1998): 225–36. http://dx.doi.org/10.1088/0963-6625/7/3/002.

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Environmental education tends to be characterized by a rhetoric of action-taking, and the call for the development of personal action competence is one manifestation of this. This paper critically examines recent work on the concept of action competence. This is seen as a set of capabilities which equip people with the ability to take purposive and focused action, and which embodies a democratic commitment to be participants in the continuing shaping of society—on their own terms and in their own ways. Action competence is seen by some as a crucial outcome for environmental education because it brings together the processes and practices of education with the need to develop democratic citizenship skills and values, and with the nature of the ecological, social and environmental crises facing the world. This paper acknowledges the contribution such concepts make to environmental education, but takes issue with a tendency within action competence to undervalue the place of science in the construction of knowledge and understanding of environmental issues. We argue that, despíte being dismissed by many environmental educators, science has a significant role to play within effective environmental education, particularly through the achievement of scientific literacy and capability, both of which seem fundamental to an understanding of science, environmental issues, and their interrelationship. The paper argues for a more pragmatic conceptualization of action competence in order to encourage broadly-based and scientifically-attentive conceptions of environmental education.

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Bhat, Ali Muhammad. "Qur’anic Scientism in Bediuzzaman Said Nursi’s Risala". QIJIS (Qudus International Journal of Islamic Studies) 5, n.º 1 (3 de mayo de 2017): 1. http://dx.doi.org/10.21043/qijis.v5i1.1856.

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One of the prominent factor leading to the continuing decline of the Muslim Ummah is rivalry between scientific mind and traditional mind-set. The modern Muslim intellectuals are fascinated by scientific developments in the West and discouraged by the inability of Ummah. The process of re-emergence as developed community is imbedded in re-Islamization of scientific knowledge. The rise of Muslim Ummah is tied with integration of Shari’ah based knowledge and scientific knowledge. The focus of the Muslim intellectual pursuits must once again gravitate towards these two fountains of true knowledge. To achieve this goal, Said Nursi a versatile personality, a true representative of Islam came with all-inclusive ideas for integration of both the knowledge’s. He advocates the Qur’anic Scientism and discussed faith based research (iman tahqiqi) relying on positive action (jihad Manaavi) in Risal-i Nur. In this paper an Attempt has been made to acme the Qur’anic Scientism in Risal-i- Nur, to prove Qur’anic Scientism highly applicable while as Said Nursi as admirably a true representative of Qur’anic Message in the modern era.

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Newnham, John. "To reflect or not? Reflective practice in radiation therapy". Journal of Radiotherapy in Practice 1, n.º 3 (noviembre de 1999): 109–16. http://dx.doi.org/10.1017/s1460396999000199.

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Therapy radiographers may be empowered to contribute more freely to the multi-disciplinary professional team if they critically reflect on their inherent clinical knowledge and perspectives. Critical reflection may help radiographers articulate the rationale behind professional decisions and proposed evidence-based treatment planning and delivery protocols, and reveal knowledge embedded in practice. Documentation of professional reflection may yet become a cornerstone for continuing professional development. Despite a paucity of rigorous empirical investigation, ‘reflective practice’ has become focal in nursing education. Three concepts appear confused, ill defined or interchangeable in the literature: ‘reflective practice’, ‘reflection’ and the ‘reflective practitioner’. Debate continues into the value of ‘reflective practice’ as a system: it remains problematic, it is difficult to conceptualise, it appears to have no clear or universal definition and no certain framework or guidelines for its implementation. In reflecting on action there may be strong hindsight bias which may invalidate conclusions reached. There are doubts raised about the benefits of structured models to implement reflective practice. Belonging to such an empirically based profession, it may be that educators and clinical therapy radiographers incorporate only those elements of systematised ‘reflective practice’ that can be empirically demonstrated to be beneficial to the profession, and will result in improved patient outcomes. There is no compelling evidence yet that any systematised ‘reflective practice’ is inherently more beneficial to therapy radiographers than radiographers continuing to reflect as they do now, with or without documentation.

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Ramik-Mażewska, Irena. "Praca osób z głębszą niepełnosprawnością intelektualną jako źródło emancypacji w kontekście samorealizacji". Interdyscyplinarne Konteksty Pedagogiki Specjalnej, n.º 17 (9 de septiembre de 2018): 251–68. http://dx.doi.org/10.14746/ikps.2017.17.13.

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The problem of normalization, autonomy and self-determination of people with intellectual disabilities in special education has already taken its place. The consequence of this continuing discourse is the personal nature of disability, international, timeless declarations and modifications of already established rights. Recently, the emancipatory trend is gaining in importance in this discourse. It remains in close correlation with the primary objective of educating people with intellectual disabilities which is comprehensive preparation for life. It is a form of conscious self-reliance, self-knowledge and capacity to take autonomous action. One of the areas of development of self-reliance is work. The resulting interpersonal and intrapersonal experiences can become the path to emancipation. Sometimes, one that goes beyond the standards of rehabilitation.

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Cappellini, Maria Domenica, Photis Beris, Pierre Brissot, John B. Porter, Ali Taher, Patty Peterson y Elaine Rudell. "Iron Overload Diagnosis and Management Among Clinicians: International Survey Showing Gaps In Knowledge and Need for Continuing Educational Programs". Blood 116, n.º 21 (19 de noviembre de 2010): 2562. http://dx.doi.org/10.1182/blood.v116.21.2562.2562.

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Abstract Abstract 2562 Objective: Clinical competence and practice performance among clinicians are difficult to measure. Self-assessments, while subjective, may determine gaps in knowledge and competence that affect performance. To determine the current knowledge level, competence, and clinical practices in diagnosing and managing iron overload (IO), an international survey was conducted among clinicians participating in the European School of Haematology (ESH) Iron Metabolism & Related Disorders Curriculum on the ESH website. Methods: An online survey was sent to 1197 participants in the ESH Curriculum to self-assess their level of competence and clinical practices in IO and its treatment in patients with myelodysplastic syndromes, thalassemia, sickle cell disease, hereditary hemochromatosis, and rare anemias. Results: Seventy-three of the 1197 participants responded to the survey, showing interest in the topic. Sixty-three (86.3%) were physicians, the majority of whom were hematologists (49.3%) or pediatric oncologists/pediatric hematologic oncologists (21.9%). Although 66.7% stated they always screen patients at risk for IO, only 50% said they always institute early iron chelation therapy (ICT) in patients with IO. While 73.4% of respondents stated they always instruct patients on the importance of adherence to ICT, only 58.5% always monitor their patients for adherence. Similarly, 60.9% of respondents stated that they always monitor patients for change in status and treatment response to ensure optimal dosing, but only 37.3% consider titration of ICT to reduce or maintain iron levels. Respondents were especially interested in further information on methods for monitoring iron load (77.6%), clinical guidelines for treatment of IO (74.6%), effect of IO on cardiac function/toxicity (67.2%), early identification of patients at risk for IO (65.7%), efficacy/safety of oral ICT (61.2%), and safety issues as they relate to IO treatment (61.2%). By self-assessment, 64.4% of the survey responders rated their current level of competence as high/very high regarding their ability to diagnose IO, evaluate techniques for assessing tissue iron levels, and interpret the findings; 70.2% also rated their ability to assess which patients were at risk of IO, the organs affected by IO, and the clinical sequelae/disease burden of IO as high/very high. Although 70.3% rated their ability to describe the rationale for using ICT and the mechanisms of action of various ICTs as high/very high, only 62.5% felt an equivalent ability to differentiate across various ICTs regarding their efficacy/safety, frequency/methods of administration, and approved indications for specific patient populations. More than 80% rated their desired level of competence as high/very high in terms of the ability to diagnose IO, assess tissue IO, and interpret the findings (84.0%); the ability to assess patients at risk for IO (89.4%); the rationale for using ICTs and the mechanisms of action of various ICTs (87.3%); and, most important, the ability to differentiate across ICTs regarding efficacy and safety, administration, and approved indications in specific populations (93.5%). The gaps between current level of competence and desired level of competence signal a need for continuous education on this topic. Conclusions: The survey points out significant gaps between clinicians' self-assessed levels of knowledge and competence in diagnosing and managing IO and implementation of this knowledge into practice. This was particularly evident in the gap between clinicians' desired level of competence in differentiating between various ICTs and their current level of competence in this area. The gaps uncovered in this survey highlight the fact that continuous educational reinforcement is critical for information to be incorporated into practice. The response rate to the survey among clinicians currently participating in an iron metabolism curriculum demonstrates their strong interest in these programs and their desire for continuing education in the areas identified. Disclosures: Cappellini: Novartis Pharmaceuticals Corporation: Consultancy, Speakers Bureau. Beris:Novartis Pharmaceuticals Corporation: Membership on an entity's Board of Directors or advisory committees, Research Funding, Speakers Bureau; Vifor International: Consultancy. Brissot:Novartis Pharmaceuticals Corporation: Research Funding, Speakers Bureau. Porter:Novartis Pharmaceuticals Corporation: Consultancy, Research Funding, Speakers Bureau; Genzyme Corporation: Consultancy; Resonance Health Ltd: Consultancy. Taher:Novartis Pharmaceuticals Corporation: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau.

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Batra, Surinder. "Strengthening human capital for knowledge economy needs: an Indian perspective". Journal of Knowledge Management 13, n.º 5 (11 de septiembre de 2009): 345–58. http://dx.doi.org/10.1108/13673270910988150.

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PurposeThe purpose of this paper is to examine the initiatives being taken in India in recent years to revitalize the national education and skill development systems from the perspectives of a knowledge economy. These initiatives include strengthening of the higher and technical education system of the country and bringing about a paradigm shift in the national skill development system through the plans of action contained in the on‐going Eleventh Five Year Plan (2007‐2012). The new policy frameworks for education and skill development developed by respective Government Ministries are also to be examined from the point of view of their efficacy in moving India up the ladder of knowledge economy.Design/methodology/approachThe critical review is based on an assessment of India's current status on well‐known Knowledge Economy Indices, providing a conceptual understanding of the requirements from the country's education and skill development systems, and the emerging needs for making measurable progress on issues related to education and skill development. The approach is literature‐survey based.FindingsThe paper, while underscoring the emphasis given by the Government in bringing about major changes through mission‐mode activities in both education and skill development systems, highlights possible gaps and mismatches in various initiatives taken up by different agencies, resulting in continuing issues and challenges in India's path towards moving up the ladder of knowledge economy.Originality/valueThe paper gives a fresh look at several initiatives which have been continually taken up by the Government in the past, from the prism of a knowledge economy.

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Berrett-Abebe, Julie, Peter Maramaldi y Tamara Cadet. "Developing and evaluating a training intervention to address fear of cancer recurrence." Journal of Clinical Oncology 36, n.º 7_suppl (1 de marzo de 2018): 13. http://dx.doi.org/10.1200/jco.2018.36.7_suppl.13.

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13 Background: Growing numbers of cancer survivors are increasingly receiving care from primary care providers (PCPs), who often lack cancer-specific expertise. In addition to long-term effects from cancer, survivors tend to be older with multiple chronic conditions, often leaving psychosocial concerns such as fear of cancer recurrence (FCR) unaddressed. This study reports the development and testing of a continuing education intervention to train PCPs to identify and address FCR. Methods: The training was developed through key-informant interviews with 42 health care professionals, researchers, and cancer survivors. The 30-minute training was then delivered and pilot-tested with a total of 46 participants, including physicians, PAs, NPs, nurses, and social workers in six discrete primary care practices. A one group pre-test, post-test design was used to evaluate the effectiveness of the training. Participants completed self-report surveys consisting of 5 domains developed from Social Cognitive Theory and Kirkpatrick’s Evaluation of Training Programs. Data were analyzed using descriptive statistics, paired-sample t-tests, and ANOVAs. Results: ± 10.9. Participants reported high levels of confidence that the training would change their practice, although they also identified barriers to action. Results of t-tests indicated that the training significantly increased participants’ knowledge and self-efficacy. With the except of 1 knowledge domain, no significant differences were found in multivariate analyses. Conclusions: This study demonstrated that a brief, on-site interprofessional training is feasible in a range of primary care practices, well-received by participants, and achieved goals of improved knowledge, self-efficacy and confidence to implement anticipated practice behavior changes. Such training efforts are important, as quality healthcare for increasing numbers of cancer survivors can be improved through continuing education efforts for their PCPs.

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Hajrizi, Edmond, Mary Somerville y Anita Mirijamdotter. "The UBT Knowledge Center:A Collaborative Design Approach". International Journal of Business & Technology 6, n.º 1 (2 de noviembre de 2017): 1–7. http://dx.doi.org/10.33107/ijbte.2017.6.1.05.

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In setting the institutional vision for University for Business and Technology in 2001, founder Dr. Edmond Hajrizi sought to educate Kosovo students to become active contributors to the society and in the workplace, within the country, the Balkans region, and beyond. The UBT Knowledge Center initiative extends the founding vision of national development through higher education. Since local knowledge, identity, and learning are necessarily situated, Kosovar students, faculty, staff, and administrators serve as topical experts and international educators from Sweden and the United States serve as design facilitators. Participatory design commenced in April 2017 when international faculty from Sweden and the United States co-taught a graduate level course, Information Systems Analysis, Design, and Modelling, at the Pristina campus. Working with UBT administrators, directors, managers, and librarians, students worked in teams to co-design three essential parts of a holistic Knowledge Center ecosystem: a digital environment to advance local knowledge visibility, an organizational environment to enhance boundary crossing collaboration, and a digital academic library environment to enable discovery of and access to published academic scholarship. Following these ‘learn by doing’ instructional activities, exploratory knowledge management discussions produced a Knowledge Center concept paper in July 2017, with funding from the Fulbright Specialist Program. The white paper recognizes the social context of learning – that knowledge is acquired and understood through action, interaction, and sharing with others. It thereby anticipates the social relationships necessary for information exchange and knowledge creation, oftentimes enabled by technology, for knowledge incubation in the university and beyond. This collaborative design approach anticipates continuing to convene multidisciplinary conversations and to integrate interdisciplinary coursework into realization of the University’s founding knowledge vision which recognizes the critical importance of developing new and more complex ways for connecting people, information, and technology in the university and with the society. In response, the UBT Knowledge Center aims to foster knowledge creation which curates and preserves intellectual, cultural, national, and regional resources for future generations.

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Côrte, Beltrina y Vera Brandão. "Territories of Frailty: Aging and Public Policy – A Project of Continuing Education". Ciências e Políticas Públicas / Public Sciences & Policies 6, n.º 2 (diciembre de 2020): 169–93. http://dx.doi.org/10.33167/2184-0644.cpp2020.vvin2/pp.169-193.

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In the contemporary world, the progressive aging of the population is both a major achievement and a huge challenge for developing countries, especially when it relates to public policies for the elderly. The scenario is particularly worrying in peri-urban spaces, which we call “territories of fragility”, in which multiple deficiencies overlap — basic sanitation, housing, accessibility, education and health — those aspects coupled with the disruption of community ties, negatively impact the aging process. In this article, we analyze the previously presented scenario through the results of a continued education project that had as students 420 professionals that currently work in the Secretariat of Social Assistance of the city of São Paulo (Brazil). The aim of the project was the improvement of the work in the social assistance services network, especially the ones that are a part of the basic social protection, aimed at the most vulnerable part of the population. The use of professional-centered training methodology takes into account what happens in the field, it is based on daily problems, on the perception of skills and abilities, on the challenges and opportunities given by occupied spaces, in a dialogical and critical perspective. In other words, the result was a collection of 420 “first-hand” narratives that unveils a reality that is the opposite of what was expected. For the enrichment of the reflection, we present the commitments to this educational process — through the narratives of teachers and supervisors — in the work of recognizing the action field, the difficulties and achievements in the implementation of the project, and in practice with the groups. Content analysis indicates, in the complexity of the narrative, how all individuals that were a part of the project overcame life-work challenges and articulated knowledge about the aging process in territories of fragility.

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Kusters, Isabelle S., Megan E. Gregory, Jennifer L. Bryan, Sylvia J. Hysong, LeChauncy D. Woodard, Aanand D. Naik y Kyler M. Godwin. "Development of a Hybrid, Interprofessional, Interactive Quality Improvement Curriculum as a Model for Continuing Professional Development". Journal of Medical Education and Curricular Development 7 (enero de 2020): 238212052093077. http://dx.doi.org/10.1177/2382120520930778.

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Over the past 20 years, there has been an increased focus on quality improvement (QI) in health care, which is critical in achieving care that is patient-centered, safer, timelier, and more effective, efficient, and equitable. At the center of this movement is QI education, which is known to lead to learning, behavior change, and improved outcomes. However, there is a need for the development and provision of long-duration, interactive, interprofessional training in QI, to allow for in-depth learning and application of learned skills. To this end, we designed a curriculum for an established interprofessional, interactive, web-based QI fellowship for doctorally prepared clinicians. Curricular content is delivered virtually to geographically dispersed learners over a 2-year time span. The didactic curriculum and experiential learning opportunities provide learners with the foundational knowledge and practical skills to engage in—and eventually, lead—QI initiatives around the country. Evaluation of learner satisfaction and cognitive, affective, and skills-based learning has found that this model is an effective method to train geographically distributed learners. A hybrid training structure is used, where learners interact with the material through 3 distinct delivery modes: (1) virtual instruction in QI topics; (2) face-to-face training, mentorship, and the opportunity for practical application of applied knowledge and skills through the completion of QI projects; and (3) opportunities for other types of training, tailored to each learner’s Individual Development Plan. This training program model holds value for QI learning in various health care settings, which are interprofessional by nature. These foundational concepts of hybrid learning to distributed learners—wherein an instructor delivers curriculum in small, face-to-face batches, interprofessional learning is supplemented in a virtual, longitudinal manner, and learners are allowed the opportunity to put skills into action for real-world problems in interdisciplinary clinical teams—can be applied in a multitude of settings, with comparatively lower time and cost expenditure than traditional training programs.

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Sjöstedt, Elisabet, Anita Dahlstrand, Elisabeth Severinsson y Kim Lützén. "The First Nurse-Patient Encounter in a Psychiatric Setting: discovering a moral commitment in nursing". Nursing Ethics 8, n.º 4 (julio de 2001): 313–27. http://dx.doi.org/10.1177/096973300100800404.

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The aim of this study was to deepen nurses’ understanding of the importance of carefully managing the first nurse-patient encounter in a psychiatric setting according to each patient’s suffering and future hopes. The study was carried out using an action research approach. The action planned was the implementation of a conceptual model reflecting Eriksson’s caring theory. Data were collected by interviews with nurses and observational notes kept in a research diary. The data analysis followed the procedure of qualitative content analysis. A generalization of the entire learning process shows the first nurse-patient encounter to be a moral commitment in nursing. A theoretical framework of nursing assessment conveying knowledge about the patient as unique and being a whole person can support the nurse in encouraging the patient to enter into a relationship. This insight stimulated the nurses in this study to reflect on the moral responsibility of continuing the relationship and initiating an ongoing nursing process. Awareness of this responsibility made them reflect more on the possibility of nurses taking autonomous actions in order not to abandon the patient and to avoid feeling guilty.

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Lubarda, Jovana, Stacey Hughes y Christoph U. Correll. "144 A Clinical Practice Assessment In Tardive Dyskinesia: Are Physicians Up-to-Date?" CNS Spectrums 23, n.º 1 (febrero de 2018): 89–90. http://dx.doi.org/10.1017/s1092852918000391.

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AbstractStudy ObjectivesTo assess physicians’ current knowledge, skills, competence, and practice barriers regarding tardive dyskinesia (TD) and assess continuing medical education (CME) needs.Assessment MethodsA 29-question clinical practice assessment survey instrument consisting of multiple-choice knowledge and case-based questions was administered online to gather abaseline “snapshot” of knowledge, skills, attitudes, and competence on TD epidemiology, risk factors, diagnosis, current guideline-based management, and emerging management strategiesThe survey launched online on a website dedicated to continuous professional development on July 25, 2016, and was made available to healthcare providers without monetary compensation or charge. Data were collected through August 28, 2016Confidentiality was maintained and responses were de-identified and aggregated prior to analysesResultsData were collected for the 1157 psychiatrists and 177 neurologists who responded to all survey questions during the study period. The findings were:∙Epidemiology: 62% of psychiatrists and 68% of neurologists were aware that TD affects approximately 20% of patients treated with neuroleptic agents∙Risk factors: 63% of psychiatrists and 67% of neurologists were aware of risk factors for TD, such as older age∙Diagnosis: 93% of psychiatrists and 71% of neurologists were aware that Abnormal Involuntary Movement Scale (AIMS) can be used to support diagnosis of TD∙Guidelines: 21% of psychiatrists and 11% of neurologists were aware of the American Psychiatric Association guidelines for monitoring of TD, and 56% of psychiatrists and 42% of neurologists were aware of the American Academy of Neurology guidelines on treatment of TDNew/emerging treatments: 24% of psychiatrists and 34% of neurologists were aware of the mechanisms of action of new/emerging treatments for TD, and 54% and 44%, respectively, were aware of the clinical data for valbenazineConclusionsThis educational research yielded important insights into clinical practice gaps in TD, indicating that both psychiatrists and neurologists would benefit from continuing medical education on epidemiology, risk factors, diagnosis, guideline-based care, and information on how to incorporate new/emerging treatments for TD into practice.Funding AcknowledgementsThe educational activity and outcomes measurement were funded through an independent educational grant from Neurocrine Biosciences, Inc.

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Warr Pedersen, Kristin. "Supporting collaborative and continuing professional development in education for sustainability through a communities of practice approach". International Journal of Sustainability in Higher Education 18, n.º 5 (3 de julio de 2017): 681–96. http://dx.doi.org/10.1108/ijshe-02-2016-0033.

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Purpose The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through an exploration of a community of practice at the University of Tasmania, this paper examines how collaborative peer learning can sustain and promote continued professional development for staff in higher education who are committed to EfS as an educational paradigm. Design/methodology/approach This research was conducted through a mixed methods investigation that involved participant observation and semi-structured interviews and focus groups. Data were analysed and grouped into themes that are discussed in the paper. Findings This research reveals that personal values and professional identity were the two driving factors for continued engagement in a collaborative peer learning initiative. Despite institutional challenges and a lack of success of growing membership in the community of practice, participants found a level of job satisfaction and personal connection to the initiative and to each other that has sustained action and impact for this group. Originality/value This work contributes an alternative voice to the professional development discussion around EfS. While most professional development activities are aimed at transferring knowledge to individuals and groups that are identified to lack awareness or capacity in a topic, this work highlights the need to include and foster safe learning spaces for continued professional learning. Particular attention is paid to the value of peer learning to support the professional development of sessional staff engaged in EfS.

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Saeed, Balsam Qubais, Iffat Elbarazi, Mai Barakat, Ahmed Omer Adrees y Kubais Saeed Fahady. "COVID-19 health awareness among the United Arab Emirates population". PLOS ONE 16, n.º 9 (13 de septiembre de 2021): e0255408. http://dx.doi.org/10.1371/journal.pone.0255408.

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In response to the global COVID-19 epidemic, the United Arab Emirates (UAE) government is taking precautionary action to mitigate the spread of the virus. The aim of this study was to evaluate the knowledge and practices toward COVID-19 among the general public in the UAE during the current outbreak. A cross-sectional online survey of 1356 respondents in the UAE was conducted during the epidemic outbreak between 9th to 24th June-2020. The questionnaire consisted of three sections: Socio-demographic, knowledge, practices. Independent-samples t-test, one-way analysis of variance (ANOVA), chi-square and binary logistic regression was used. A p-value of (p < 0.05) was considered statistically significant. The total correct score of knowledge and practice questions was high 85% and 90%, respectively. Male’s sex, other marital status, and illiterate/primary educational levels had a lower level of knowledge and practices than others. Participants aged 18–29 had little higher knowledge than other ages but had a lower level in practices, people who live in Abu Dhabi had better knowledge and practices than other emirates, employed people had a lower level of knowledge but higher in practices. Binary logistic regression analysis presented that females, 18–29 years, and married participants significantly associated with a higher score of knowledge, while female, over 30 years old, the martial status of singles, college-level and higher, unemployed, were significantly associated with high mean practices score. This study provided a full screening of the knowledge and practices among a sample of residents in The UAE toward COVID-19, continuing to implement the health education programs pursued by the UAE is highly important to maintain the appropriate level of awareness among the public.

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Simpson, Mary Louisa, Hineiti-Moana Greensill, Sophie Nock, Pare Meha, Truely Harding, Pita Shelford, Brendan Hokowhitu, John Oetzel y Rangimahora Reddy. "Kaumātua mana motuhake in action: developing a culture-centred peer support programme for managing transitions in later life". Ageing and Society 40, n.º 8 (4 de abril de 2019): 1822–45. http://dx.doi.org/10.1017/s0144686x19000370.

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AbstractNew Zealand's ageing population and health inequities for Māori (Indigenous peoples) have prompted calls for innovative, culturally based approaches to improving health and wellbeing, and managing transitions in later life. This is particularly important for kaumātua (Māori elders) who, despite cultural strength and resilience, carry a significant burden in health, economic and social inequities. This paper describes the culture-centred development of a ‘tuakana‒teina’ (elder sibling‒younger sibling) peer support education programme designed to help kaumātua support other kaumātua experiencing transitions in later life. Taking a strengths-based approach that highlights ‘kaumātua mana motuhake’ (elder independence and autonomy), the study used kaupapa Māori (Māori approach, knowledge, skills, attitudes and values) and community-based participatory research methodology, to develop and pilot a culture-centred tuakana‒teina/peer education programme. Methods included establishing two advisory groups (one of kaumātua and one of sector experts); holding five focus groups with kaumātua; and running a pilot programme with 21 kaumātua. The findings demonstrate the value in a strengths-based approach that centralises Māori culture and kaumātua potential, capacity and ability, and recognises the continuing value and contribution of kaumātua to society. The study helps shift the focus from dominant stereotypes of ageing populations as a burden on society and shows the value of kaumātua supporting others during transitions in later life.

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Chaumont, Andréanne y Angel M. Foster. "The not so over-the-counter status of emergency contraception in Ontario: A mixed methods study with pharmacists". FACETS 2, n.º 1 (1 de mayo de 2017): 429–39. http://dx.doi.org/10.1139/facets-2017-0024.

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Introduction: In Canada, the progestin-only dedicated pill is the most widely used method of emergency contraception (EC). This method gained over-the-counter status in Ontario in 2008. Our mixed methods study explored the progestin-only EC knowledge, attitudes, and provision practices of Ontario pharmacists. Methods: From June 2015 to October 2015, we collected 198 mailed surveys from Ontarian pharmacy representatives and conducted 17 in-depth interviews with a subset of respondents. We analyzed these data using descriptive statistics and for content and themes. Results: Results from our English/French bilingual survey indicate that respondents’ knowledge is generally accurate, but confusion persists about the mechanism of action and the number of times the drug can be used in one menstrual cycle. Nearly half (49%) of our survey respondents indicated that progestin-only EC pills are only available behind the counter. Interviewees strongly supported the introduction and promotion of more effective methods of EC in Ontario. Conclusion: Continuing education focusing on both the regulatory status of progestin-only EC and information about the medication appears warranted. Health Canada’s recent approval of ulipristal acetate for use as a post-coital contraceptive may provide a window of opportunity for engaging with health service providers, including pharmacists, about all available modalities of EC in Canada.

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Martyn, Julie-Anne, Jackie Scott, Jasper H. van der Westhuyzen, Dale Spanhake, Sally Zanella, April Martin y Ruth Newby. "Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce". Australian Health Review 43, n.º 3 (2019): 345. http://dx.doi.org/10.1071/ah17124.

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Objective Continuing education (CE) is essential for a healthcare workforce, but in regional areas of Australia there are challenges to providing and accessing relevant, reliable and low-cost opportunities. The aim of the present study was to collaborate with the local regional healthcare workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. Methods A participatory action research (PAR) model combined with an appreciative inquiry (AI) framework was used to design, deliver and evaluate an ICE program. A focus group of 11 health professionals developed an initial program. Evaluation data from 410 program participants were analysed using AI. Results The ICE program addressed the CE barriers for the regional healthcare workforce because the locally derived content was delivered at a reasonable cost and in a convenient location. Program participants identified that they most valued shared experiences and opportunities enabling them to acquire and confirm relevant knowledge. Conclusion ICE programs enhance interdisciplinary collaboration. However, attendance constraints for regional healthcare workforce include location, cost, workplace and personal factors. Through community engagement, resource sharing and cooperation, a local university and the interdisciplinary focus group members successfully designed and delivered the local education and research nexus program to address a CE problem for a regional healthcare workforce. What is known about the topic? Participation in CE is mandatory for most health professionals. However, various barriers exist for regional health workers to attending CE. Innovative programs, such as webinars and travelling workshops, address some of the issues but create others. Bringing various health workers together for the simultaneous education of multiple disciplines is beneficial. Collectively, this is called ICE. What does this paper add? Using PAR combined with AI to design an ICE program will focus attention on the enablers of the program and meet the diverse educational needs of the healthcare workforce in regional areas. Engaging regional health professionals with a local university to design and deliver CE is one way to increase access to quality, cost-effective education. What are the implications for practitioners? Regional healthcare workers’ CE needs are more likely to be met when education programs are designed by them and developed for them. ICE raises awareness of the roles of multiple healthcare disciplines. Learning together strengthens healthcare networks by bolstering relationships through a greater understanding of each other’s roles. Enriching communication between local health workers has the potential to enhance patient care.

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Peng, Ying, Zhao Yang, Jin Ling Hou, Jian Rong Xu, Shan Tang Liu y Fu Cheng Ming. "Complex Adaptive Organization Change: An Empirical Study on Chinese Telecom Enterprise". Advanced Materials Research 108-111 (mayo de 2010): 1458–64. http://dx.doi.org/10.4028/www.scientific.net/amr.108-111.1458.

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In recent years, with the telecom competitive landscape changing and the communications technology developing, China's telecom market has shifted from the seller's to the buyer's. Moreover, the arrival of 3G is injecting vitality to China's information services. Series of industrial policies have triggered structure optimization and reorganization, but also made the Chinese telecom companies face the changing situation more various than ever. How to “victory in changing” becomes an urgent problem of decision-makers to explore and solve. As a new organizational mode, learning organization is considered as new trends for enterprise organization and management methods and ideal management mode in Era of knowledge economy. This paper based on level response theory of complex adaptive system, discusses the impact to the change led by “organizational knowledge”, expands “structure-relationship” to the “structure-knowledge-relationship” network theory , then proposes a hypothesis about three-dimensional constitute of organizational changes and builds adaptability evolution model for learning organization under the action in complex environment. Also we give a empirical research to statistically analyze questionnaires from different telecom companies and confirm the hypothesis according to the previous analysis. Finally, the strategies to improve the adaptability of telecom operators are put forward in order to maintain continuing power for development. The conclusion of this research has some significance as reference for those who try to improve the level of the adaptability of business organizations in the various changing environment.

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Roush, Robert Ellis y Sandra Kay Tyson. "Geriatric Emergency Preparedness and Response Workshops: An Evaluation of Knowledge, Attitudes, Intentions, and Self-Efficacy of Participants". Disaster Medicine and Public Health Preparedness 6, n.º 4 (diciembre de 2012): 385–92. http://dx.doi.org/10.1001/dmp.2012.63.

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ABSTRACTObjective: Older persons have levels of frailty and disability that place them at far greater risk of harm in disasters than younger adults, making it crucial for all agency planners, public health workers, and health care providers to be aware of age-appropriate considerations of preparedness and response. This research evaluated the knowledge and utilization intentions of participants of a geriatric emergency preparedness and response (GEPR) continuing education program that was designed to provide this training.Methods: A qualitative training evaluation was conducted using course evaluation questionnaires from GEPR workshops offered in 2009 in 7 nationwide cities through a partnership of the University of Texas Center for Biosecurity and Public Health Preparedness with the Texas Consortium Geriatric Education Center at Baylor College of Medicine, Houston.Results: Evaluations were completed by 292 participants. Respondents were able to name specific information learned, give examples of applications of the material, and devise plans for further action. Participants believed that their ability to do their jobs had increased, and they provided insightful suggestions instructive to both trainers and to leaders of health care organizations.Conclusions: The results of the evaluation suggest that GEPR workshops are effective in increasing the knowledge of participants and their intentions to use it. There is both a need and a demand for this training. Developers and trainers should provide participants with sufficient time for absorbing the information, consider tailoring the training to the local context, and provide opportunity for practical application, particularly planning exercises.(Disaster Med Public Health Preparedness. 2012;6:385-392)

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Winslow, Donna. "Indépendance, Savoir Aborigène et Environnement en Nouvelle-Calédonie". Journal of Political Ecology 2, n.º 1 (1 de diciembre de 1995): 1. http://dx.doi.org/10.2458/v2i1.20128.

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In New Caledonia, indigenous knowledge was traditionally anchored in a substantive appreciation of the natural environment. Substantive, in this case, refers to the Weberian concept of substantive or value rationality characterized by a belief in the intrinsic value of an object or action. When New Caledonia was annexed by France, the imposition of capitalist relations of production through settler colonialism, mineral exploitation and ranching introduced instrumental or formal rationality characterized by conscious reasoning that an action or object is a means to a particular ends. The natural environment became a means and an instrument to carry out conscious projects for the anticipated benefit of the colonizers. At the same time, the majority of the Kanaks continued to appreciate the intrinsic value of nature because they were excluded from the capitalist sector of the New Caledonian economy, living in native reserves and continuing in subsistence activities which made light use of the environment. However, within the past twenty years an emerging Kanak elite has adopted a value of nature as a means to achieve a particular end - independence from France. Rational use of the environment is now perceived as a way to achieve a specific goal, for example, owning nickel mines to achieve economic independence. Maintaining the tension between Weberian concepts of substantive and formal rationalism, this paper traces the emergence of rationalist thought about the environment among Kanak independence leaders.

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Brenna, Beverley, Shuwen Sun y Yina Liu. "Patterns in Contemporary Canadian Picture Books: Radical Change in Action". in education 23, n.º 2 (21 de diciembre de 2017): 43–70. http://dx.doi.org/10.37119/ojs2017.v23i2.365.

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This comprehensive qualitative examination of two groups of Canadian picture books, 57 titles published in 2005 and 120 titles published in 2015, offers comparative data that demonstrate patterns related to authors, illustrators, characterization, genres, audiences, and particular elements of Radical Change. Following book collection, content analysis was conducted with a consideration of Dresang’s notion that books for children are evolving with respect to forms and formats, perspectives, and boundaries. Our process for analysis was developed from Berg’s framework of systematic content analysis based on predetermined as well as emerging categories. There is much recent research exploring particular content in children’s literature, supporting the central importance of literature in the classroom and community. Comparative Canadian studies across decades, however, are rare, and are increasingly important as a way to track and describe the changes that are taking place with respect to books for young people. It is interesting that in both 2005 and 2015, picture books tended to feature children as protagonists, with the highest number of books from the 2005 set utilizing the fantasy genre (at 34%) or realistic fiction (at 28%) and the highest number of books from the 2015 set occurring in non-fiction (at 34%, up from 16% in 2005) or fantasy (at 31%). Historical fiction in both years presented comparatively low, at 12% and 3%, respectively.Findings of this study support and extend the notion of Radical Change. The research team noted marked innovations within the 2015 group related to forms and formats, boundaries, and perspectives. Of particular note are the increasing numbers of books that present Indigenous content and perspectives. While many of the changes appearing in Canadian picture books between 2005 and 2015 might be predicted through the standard categories of Radical Change (Dresang, 1999), other findings also emerged that suggest new Radical Change considerations. Continuing to examine children’s literature as artifacts of a culture can illuminate particular aspects of that culture and offer opportunities to engage authors, illustrators, and publishers in filling gaps where particular perspectives or topics are missing. Advocacy is important as children’s literature continues to be a source of tension for what it portrays and presents as well as its missing voices. A knowledge of patterns and trends in relation to available content and resources supports classroom practice as well as encourages classroom research and further explorations of the evolving landscape of children's books.

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Rice, Louis. "The nature and extent of healthy architecture: the current state of progress". Archnet-IJAR: International Journal of Architectural Research 13, n.º 2 (15 de julio de 2019): 244–59. http://dx.doi.org/10.1108/arch-11-2018-0005.

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Purpose The design of the built environment is a determinant of health. Accordingly, there is an increasing need for greater harmonization of the architectural profession and public health. However, there is a lack of knowledge on whether designers of the built environment are changing their practices to deliver healthier urban habitats. The paper aims to discuss these issues. Design/methodology/approach The research uses a multi-method approach to data analysis, including: systematic mapping study, structured review and thematic analysis. Findings The research finds that there are almost no requirements for the compulsory inclusion of health across institutions and agencies that have the power to execute and mandate the scope of architectural profession, training, education, practice or knowledge. Despite the urgent need for action and the myriad entreatments for greater integration between architecture and health, there is very little evidence progress. Practical implications The research has implications for the architectural profession and architectural education. Health and well-being is not currently an integral part of the educational or professional training requirements for architects. University educational curriculum and Continuing Professional Development criteria need to better integrate health and well-being into their knowledge-base. Social implications The design of the built environment is currently undertaken by an architectural profession that lacks specialized knowledge of health and well-being. There is a risk to society of environments that fail to adequately protect and promote the health and well-being of its inhabitants. Originality/value The research evidences, for the first time, the lack of integration of “health and wellbeing” within the architecture profession training or education systems.

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Dewau, Reta, Tefera Chane Mekonnen, Sisay Eshete Tadesse, Amare Muche, Getahun Gebre Bogale y Erkihun Tadesse Amsalu. "Knowledge and practice of clients on preventive measures of COVID-19 pandemic among governmental health facilities in South Wollo, Ethiopia: A facility-based cross-sectional study". PLOS ONE 16, n.º 3 (1 de marzo de 2021): e0247639. http://dx.doi.org/10.1371/journal.pone.0247639.

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Introduction Coronavirus-19 is a global health challenge and need an immediate action. Thus, understanding client’s knowledge about SARS-COV2 causes, roots of transmissions, and prevention strategies are urgently warranted. Although there were global studies reported knowledge and preventive practices of COVID-19, but the information is not representative and inclusive for Ethiopia. Thus, the current study is done to identify the knowledge and the prevention strategies for COVID-19 among clients in South Wollo, Ethiopia. Methods An institutional based cross-sectional study was conducted from May 21 to 30, 2020 among clients seeking service in Dessie town health facilities. A total of 81 clients were included from the selected health facilities with simple random sampling technique. We developed measuring tools by adopting from World Health Organization and center for disease prevention recommendation manual for assessing service providers’ knowledge and preventive practices. For data entry Epi-data 3.1 version was employed and further data management and analysis was performed using STATA Version 14. Student T-test and one way ANOVA were computed to see the mean difference in knowledge and practice between and among the group. Chi-square test was also done to portray the presence of association between different co-variants with client’s knowledge and preventive practices. Results Findings of the study showed that more than half (56.8%) of the participants had good knowledge about its symptoms, way of spread and prevention of the virus. Furthermore, 65.4% of clients demonstrated five or more preventive practice measures of COVID-19. The mean preventive practice score with standard deviation was (4.75±1.28 from 6 components). In the current study, knowledge had no significant difference among sex, education status, and monthly income. However, COVID-19 transmission knowledge was significantly higher among urban residents. Thus, clients who were knowledgeable about way of transmission and symptoms of COVID-19 had significantly higher COVID-19 preventive practice. Conclusion Our findings revealed that clients’ knowledge and preventive practice of COVID-19 were not optimal. Clients with good knowledge and urban residents had practiced better prevention measures of the pandemic, signifying that packages and programs directed in enhancing knowledge about the virus is useful in combating the pandemic and continuing safe practices.

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Gomes, Debora, João Luiz Gasparin y Rita de Cássia da Silva Oliveira. "Dimensões Políticas e Pedagógicas da Formação Educacional Continuada". Revista de Ensino, Educação e Ciências Humanas 21, n.º 1 (17 de junio de 2020): 55–63. http://dx.doi.org/10.17921/2447-8733.2020v21n1p55-63.

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A formação continuada dos professores tem sido alvo de debates e discursos políticos frequentes nos últimos anos. Nessa direção, este estudo buscou analisar o fato da formação educacional continuada ter-se tornado tão necessária e debatida nas dimensões políticas e pedagógicas da educação. De cunho qualitativo e pautada no método do materialismo histórico-dialético, esta pesquisa buscou apontar, por meio de uma análise crítica de documentos internacionais e nacionais, leis, livros, artigos científicos, teses e dissertações, as abordagens que cercam a formação continuada, trazendo à tona questões pertinentes que ajudam a entender seu significado/sentido, sua historicidade, suas implicações, suas relações, a fim de provocar “novos” entendimentos e “novas” práticas acerca desse tema de relevância para a ação docente. Para uma efetiva formação continuada são necessários novos programas, novos métodos, uso de novos recursos tecnológicos para articular os saberes científico-culturais indispensáveis para a aprendizagem dos alunos como cidadãos e futuros profissionais. Isso deve ser previsto tanto na dimensão teórica quanto na prática em todos os cursos e processos de formação continuada. Desta forma, emergem duas conclusões essenciais. A primeira diz respeito à necessidade de que os professores conheçam as políticas públicas de educação e a respectiva proposta de formação continuada que delas decorre. A segunda aponta para o indispensável dever profissional de aprofundar e atualizar o conteúdo específico que ministram, tanto em sua dimensão teórica quanto na dimensão de uso social. Palavras-chave: Formação Docente. Políticas Públicas. Dimensão Teórica e Prática. Abstract The continuing education of teachers has been the subject of frequent political debates and speeches in recent years. In this direction, this study sought to analyze the fact that continuing educational training has become so necessary and debated in the political and pedagogical dimensions of education. Of a qualitative nature and based on the method of historical-dialectical materialism, this research sought to point out, through a critical analysis of international and national documents, laws, books, scientific articles, theses and dissertations, the approaches that surround continuing education, bringing surfacing pertinent questions that help to understand its meaning/sense, its historicity, its implications, its relationships, in order to provoke “new” understandings and “new” practices about this theme of relevance for the teaching action. For effective continuing education, new programs, new methods, use of new technological resources are necessary to articulate the scientific-cultural knowledge indispensable for the learning of students as citizens and future professionals. This must be foreseen both in the theoretical dimension and in practice in all courses and processes of continuing education. In this way, two essential conclusions emerge. The first concerns the need for teachers to be aware of public education policies and the respective proposal for continuing education that results from them. The second points to the indispensable professional duty to deepen and update the specific content they teach, both in its theoretical dimension and in the dimension of social use. Keywords: Teacher Education. Public policy. Theoretical and Practical Dimension.

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Nithyanandham Masilamani y Dhanraj Ganapathy. "Awareness of Medical Applications of Gingko Biloba Among Dental Students". International Journal of Research in Pharmaceutical Sciences 11, SPL3 (19 de septiembre de 2020): 937–41. http://dx.doi.org/10.26452/ijrps.v11ispl3.3053.

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Herbal medicines reflect a significant portion of new interest in alternative therapies and Ginkgo biloba (GB) features significantly throughout this regard. The GB concentrate and any of its constituents are already thoroughly researched in terms of its impact on behavioral, physiological and psychological consequences linked with neurological and vascular conditions. The purpose of this survey was for assessing the awareness of medical applications of Gingko Biloba amongst dental students. A cross-sectional survey was conducted with a self-administered questionnaire with 10 queries circulated among 100 dental students. The questionnaire assessed the awareness about Ginkgo bilobatherapy in medical applications, their anti-dementia properties, anti alziemer properties, anti-ageing activity, anti-inflammatory activity, and its mechanism of action and side effects. The responses were recorded and analysed.8% of the respondents were aware of the medical applications of Gingko Biloba therapy.6 % were aware of the anti-dementia activity of Gingko Biloba therapy,5% were aware of anti alziemer properties of Gingko Biloba therapy,6% were aware of anti-ageing properties of Gingko Biloba therapy, 5% were aware of anti-inflammatory properties of Gingko Biloba therapy, 5% were aware mechanism of action and side effects of Gingko Biloba therapy. The awareness about the usage of Ginkgo biloba therapy in medicinal applications is low among dental students. Increased awareness programs and sensitization and continuing dental education programs along with greater importance to the curricular modifications, can further enhance knowledge and awareness about Ginkgo biloba therapy.

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